单元名称		Unit 5 We Have Only One Earth.		授课内容	Listening & Speaking
教学目标		1. 能够正确理解并识读与节能环保相关的词句，听懂与节能环保相关的话题，恰当使用所学词句介绍个人环保行为的改变和改善空气质量的举措。 2. 能够运用前后对比、分类说明的方式，有逻辑、有条理地描述个人在环保方面的行为变化和社会各方的环保举措。 3. 能够理解常见环保标志的含义，了解节能环保的生活方式和改善空气质量的途径，提高环保意识，自觉保护环境。 4. 能够运用预测、把握大意、理解细节等听力策略，完成语言任务；采用恰当的学习方法，如使用思维导图梳理思路、拓展思维、呈现信息，养成良好的英语学习习惯。
教学重点		1. 能听懂并识读与节能环保相关的词语表达，如public transport, cloth bag, turn off, Earth Protection Project, protect, sort refuse, takeaway, drop litter等。 2. 能恰当运用语句来介绍个人环保行为的改变和改善空气质量的举措。
教学难点		能联系生活实际，运用目标词句谈论日常环保行为和相关的环保举措。
教学方法		小组讨论法、任务教学法、情境教学法
教学手段		PPT课件、多媒体设备、语音素材等
教学过程
教学环节与时间分配		教学活动与步骤	设计意图			评价要点
Warming-up 3’		T introduces the World Environmental Day, then let Ss discuss the following questions: Q1: What do we get from the earth? Q2: What can we do to protect the earth?	通过介绍“世界环境日”导入环保话题，激活学生背景知识和对此话题的兴趣，集思广益调动课堂气氛。			能够说出与环保行为相关的短语。
Pre-listening 8’		Ss listen to the recording, and then match the pictures with the environmentally friendly behaviour in Activity One.	通过图、词、音、义的对应，关注四个环保行为的英文表达，复习旧知，为后面的讨论环节做好知识储备。			能够正确匹配环保行为和其对应的英文表达。
		Ss answer the following questions based on the signs in Activity Two. Q1: What information does each sign convey? Q2: What (color or meaning) do they share in common?	学生识别生活中常见的环保标志，理解其含义，并进行简单的语句表达，为接下来听的活动做热身准备。			能够理解标志含义；准确表达绿色标志所倡导的环保行为。
While-Listening22’		1. Ss listen to the dialogue on the change of daily habits and pick the right topic in Activity One.	通过本活动，训练学生把握大意的听力能力。			能够准确获取听力材料的主题及大意。
		Ss listen again and complete the blanks in Activity Two.	通过前后对比，提高环保意识，训练学生把握细节的听力能力。			能够准确捕捉听力材料中的关键信息。
		T shows the script of the dialogue. Ss underline the key words and expressions, and role-play the dialogue.	精读听力材料内容，夯实重点词句，加深文本理解，为后续的语言输出做铺垫。			能够梳理对话内容，标注语言要点，理解重点词句并分角色表演对话。
		Ss work in pairs，discuss and classify the energy-saving & energy-wasting habits in Activity Three.	学生两人一组进行讨论，在合作中实现语言的控制性输出，提高节能意识。			能够根据关键词提示简述节能相关的生活方式。语音准确，表达自然、顺畅。
		Ss add more to the lists while talking about their behaviour in term of environmental protection in the past and now, using the sentence pattern “I used to... but now... ”
		Ss look at the picture of an electric car in Activity Four, and predict the main idea of the dialogue. Q: What do you think Wu Lin and Zhou Bo are talking about?	听前看图预测，提高听的效率，发展逻辑思维，有效促进内容理解。			能够根据图片猜测对话主题。
		Ss listen to the recording and check the answer.	听对话，训练学生把握大意的听力能力。			能够准确获取听力材料的主题与大意。
		Ss listen again and complete the mind map in Activity Four, then read the script of the dialogue and check the answer.	通过本活动，训练学生捕捉细节的能力，利用思维导图进行归纳总结。			能够正确捕捉听力材料中的关键信息。
Post-listening 9’		Ss discuss in groups about other measures to improve air quality, then share their ideas in class. Q: Can you suggest some specific measures for the government, the scientists and the public?	小组合作进行头脑风暴，讨论提高空气质量的具体举措，培养学生解决问题的能力。			能够表达改善空气质量的具体举措。
Summary & Homework 3’		Summary: With the help of T, Ss try to sort out the knowledge points of today.	梳理板书内容，高效整理本课思路，归纳知识点。为下一阶段的阅读教学作铺垫。			能够构建知识框架，巩固重点词句，开展语言实践，促进交流与互动。
		Ss work in groups to add more measures to the mind map in Activity Four. They will be invited to present their ideas about how to improve air quality in the next class.	小组绘制完善思维导图，拓展思维。			能够绘制“如何提高空气质量”的思维导图。
板书设计	Unit 5 We Have Only One Earth --listening & Speaking turn off the computer after use leave the computer & TV on standby turn the water tap off run the water while brushing teeth eat at the school canteen eat takeaways use cloth bags use plastic bags sort refuse drop litter ... The government is working hard to cut down pollution. The scientists are working on Eco-friendly products. The public should get involved in improving air quality.